What have we been thinking about? Higher education as a knowledge field in the SAJS
- Authors: Boughey, Chrissie
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480795 , vital:78477 , https://hdl.handle.net/10520/ejc-sajsci-v120-nsi1-a16
- Description: This article reviews work published in the South African Journal of Science (SAJS) over the past 10 years. The aim is to explore the interests of contributors who mostly are not experts in higher education but whose disciplinary backgrounds and experiences of universities lead them to research, think and write about higher education. The article begins with an outline of changes in higher education globally and in South Africa before moving on to a review of work published by the SAJS, identified as the result of a content analysis.
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- Date Issued: 2024
Analysing the Impact of Extended Curriculum Programmes: Implications for Theory, Design and Practice
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434453 , vital:73063 , ISBN 9781991201737 , https://africansunmedia.store.it.si/ZA/book/extended-curriculum-programmes-challenges-and-opportunities/1199327
- Description: The introduction of ECPs in South African Universities is seen by many as South Africa’s key strategy for addressing the problem of poor patterns of student success and has its basis on the uncontested acceptance that an extended study duration may be necessary to bring some categories of learners to a level of parity with the readiness expectations of their course of study. Even so, this transformative strategic imperative has been plagued by a range of challenges that include poor systems readiness; poor selection mechanisms in the identification of ECP students; poor numeracy and literacy amongst students, and indifferent teacher involvement in ECPs. This volume offers a rare insight into many of the above-recognised challenges and in so doing provides critical matter for thought for educators within the higher education sector.
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- Date Issued: 2022
Not there yet: knowledge building in educational development ten years on
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426954 , vital:72403 , xlink:href="https://doi.org/10.1080/13562517.2022.2121158"
- Description: This paper responds to a question posed by [Shay, Suellen. 2012. “Educational Development as a Field: Are We There Yet?” Higher Education Research and Development 31 (3): 311–323. doii:10.1080/07294360.2011.631520] about the status of knowledge building in the field of Educational Development. In her paper, Shay critiques knowledge produced in the field arguing that it is ‘codified practice’ [Gamble, Jeanne. 2001. “Modelling the Invisible: The Pedagogy of Craft Apprenticeship.” Studies in Continuing Education 23 (2): 185–200. doii:10.1080/01580370120101957; Gamble, Jeanne. 2004. “Retrieving the General from the Particular: The Structure of Craft Knowledge.” In Reading Bernstein, Researching Bernstein, edited by J. Muller, B. Davies, and A. Morais, 189–203. Abingdon: Routledge; Gamble, Jeanne. 2006. “Theory and Practice in the Vocational Curriculum.” In Knowledge, Curriculum and Qualifications in South African Further Education, edited by M. Young and J. Gamble, 87–103. Pretoria: HSRC Press] rather than applied theory which could succeed in reconceptualising problems rather than simply trying to address them. This paper draws on a review of research produced in the field in recent years in South Africa to argue that, although some work does result in the reconceptualision of problems the higher education, it is limited in that (i) it has been produced by a relatively small group of practitioners located at a few universities and (ii) draws on theory developed in the Global North. The paper then proceeds to offer some tentative suggestions for the way future work aimed at knowledge building could proceed.
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- Date Issued: 2022
Postgraduate education in a globalised world
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434469 , vital:73066 , ISBN 9781991201225 , https://www.google.co.za/books/edition/The_Global_Scholar/KvQ3EAAAQBAJ?hl=enandgbpv=0
- Description: Interest in postgraduate education and the supervision of postgraduate research has developed in recent years, largely as a result of the impact of the so-called ‘knowledge economy’. South Africa’s National Plan 20301 draws on globalised discourses in holding that increases in the number of graduates, particularly at doctoral level, will contribute to economic prosperity because of the potential of postgraduate education to contribute to the processes of reinvention that drive the economic system itself. Even a brief glance at the mission and vision statements of a small sample of universities shows how this idea has been taken up within the higher education sector. In the context of high levels of unemployment, the idea that a postgraduate degree can lead to better work prospects also means that students who might never have considered doing a postgraduate degree previously, have now come forward to study at this level. All this then means that academics are being called upon to take on heavier supervision loads with a diverse array of students.
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- Date Issued: 2022
Postgraduate education in a globalised world
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480562 , vital:78455 , https://hdl.handle.net/10520/ejc-sajsci-v118-n7-a2
- Description: In the context of high levels of unemployment, the idea that a postgraduate degree can lead to better work prospects also means that students who might never have considered doing a postgraduate degree previously, have now come forward to study at this level. All this then means that academics are being called upon to take on heavier supervision loads with a diverse array of students. This collection of essays edited by Peter Rule, Eli Bitzer and Liezel Frick, stems from the 2019 Biennial International Postgraduate Supervision conference hosted by Stellenbosch University. Given the title of the book, and the interest in postgraduate education across the world because of the ideas noted above, it is fitting that the authors included in the collection should represent a cross-section of scholars from places as diverse as the USA, Australia, Israel and various countries in Europe. This does not mean that South African work is neglected, as contributions from a number of scholars who are known in this country for their interest in postgraduate education show.
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- Date Issued: 2022
Using the curriculum to enhance teaching and learning
- Authors: Boughey, Chrissie
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480762 , vital:78474 , https://hdl.handle.net/10520/EJC-10e89fb92b
- Description: The publication of cohort studies tracking students’ performance has given rise to concerns about the efficiency of the South African higher education system at a number of levels. These studies, which began with Scott et al.’s1 pioneering work in 2007 and which have continued with the CHE’s2 annual Vital Stats series, show that, regardless of the university at which they are enrolled, the subject area or the type of qualification for which they are registered, black South Africans fare less well than their white peers. At institutional levels, alarm at such observations is seen in efforts to manage success, throughput and drop-out rates through the appointment of key individuals such as deans and deputy vice chancellors responsible for teaching and learning. At a national level, concern about the performance of the system overall has led to the introduction of, first, Teaching Development Grants and, now, University Capacity Development Grants. Both of these mechanisms provide earmarked funding aimed at enhancing the quality of teaching and learning.
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- Date Issued: 2018
Argumentative and trustworthy scholars
- Authors: McKenna, Sioux , Boughey, Chrissie
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187216 , vital:44580 , xlink:href="https://doi.org/10.1080/13562517.2014.934351"
- Description: Research-intensive universities, such as the Russell Group in the UK, the Ivy League Colleges in the USA and the Sandstone Universities in Australia, enjoy particular status in the higher education landscape. They are, however, also often associated with social elitism and selectivity, and this has led to critique as higher education systems seek to widen access. This article looks at how academic staff are discursively constructed in five such institutions in South Africa through an analysis of documentation submitted as part of a national review. Three interrelated discourses are identified: a discourse of ‘staff as scholars’ whereby research is privileged over teaching, a discourse of ‘academic argumentation’ whereby a critical disposition is valued and is called upon by academics to resist development initiatives and a discourse of ‘trust’ whereby it is assumed that academics share a value system and should thus be trusted to undertake quality teaching without interference.
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- Date Issued: 2014